The Autism Society Event and Education Recordings Archive

The presentation will share research that adds to the growing evidence-based research and best practice guidelines demonstrating that social skills can and ideally should be taught in inclusive classroom communities. This presentation will report on research that shows benefits for students with ASD participating with their typical peers in weekly, play-based social skills lessons in an elementary school setting. We will discuss an inclusive curriculum that is designed to incorporate friendship themes that are appropriate for students with and without disabilities. The social skills that children need to learn to build friendships are not different because a child has a disability. In the session, presenters will discuss how inclusive social skills lessons do not require students with Autism to act in a neurotypical manner, but teaches all students to understand and accept our similarities, as well as our differences.

Much of the research on social skills interventions for children has been conducted in non-inclusive or separate settings within structured inauthentic social contexts (Camargo, et al., 2014; Weiss, Viecili, Sloman, & Lunsky, 2013). Our research suggests that weekly, inclusive social skills class benefited students with ASD, as well as the majority of typical students participating in the weekly lessons. Both groups displayed increased positive interactions with peers over a twelve-week period. Finally, the findings demonstrated typical peers’ ability to move beyond acceptance and tolerance of their classmate with Autism and to build long lasting friendships.

Worthy goals of inclusive education are to challenge negative attitudes towards individuals with disabilities, and to empower and strengthen positive human relationships. Despite an increasing body of literature exploring the importance of positive peer relationships to enhance inclusion, many parents and teachers find that there are few resources available regarding how to implement a social skills program in an inclusive classroom setting.

By sharing this research with a broader audience the presenters hope to add to the current research in positive inclusive classroom practices providing validation that inclusive social skills lessons can be collaboratively and successfully implemented by general education teachers, special education teachers, speech pathologists, and school counselors. It also gives families a tool to share with their child’s school district. This session will address quality of life outcomes that include social connections and building inclusive classroom communities. We know that best practice guides school districts to create classroom communities where all students feel accepted, honored, and celebrated. This presentation will highlight that educational communities can help all students develop friendships and understand and embrace differences.